ERIN GRIFFES,JESSICA MCCLUSKY,

MONICA RUDY, &TENNILLE PARSONS

FERRIS STATE UNIVERSITYNURSING 601

CURRICULUM REVISION-Nurse Training Program at the University of

California San Francisco Medical Center

http://www.workingnurse.com/articles/Should-Nursing-School-Curriculum-Be-Standardized

PART ONE

Parnassus Campus Mount Zion Campus

New Mission Bay Campus

Introduction to the Curriculum

University of California San Francisco (UCSF) Medical Center nurse training program 700-bed, Public, Non-profit, Nonsectarian Urban Teaching & Research University Hospital- 3

campusesNew nurses with <6 months experience or new

to specialty2 weeks:

core classes, computer training, skills simulations, hands on demonstration

Weeks 3 onward: work with preceptors on the unit

Grid of Threaded Concepts

Concept-Based Model of Curriculum Development: Where do we begin?

Identify

Classify

Define

Grid of Threaded Concepts

• Support & resources for professional development

• Integration of ethics, skill, & experience

• Communication

• Holistic, individualized, culturally-sensitive care

• Evidence-based, comprehensive, high quality care

• Safety

Caring Healing

TeachingDiscovering

Revised Curriculum New Curriculum

• Synergy Nursing Practice

• Family Centered Care

• HCAPS and Customer Service

• Spiritual Care and Diversity

Indigent/Unserved and Underserved Population Care and Resources

Identification of Areas for Growth

References

Accreditation Commission for Education in Nursing. (2013). 2013 ACEN standards and criteria. Retrieved from http://www.acenursing.net/manuals/SC2013.pdfInstitute for Nursing Excellence. (2014). INEx training program [Handout].

University of San Francisco California Medical Center, San Francisco, CA.Keating, S. (2010). Curriculum development and evaluation in nursing (2nd ed.). New York: Springer Publishing. Marshall, E. S. (2011). Transformational leadership in nursing. Chapter 6. New York, NY: Springer Publishing Company, LLC.Parsons, T. (2014). Nursing Educational Program Assessment. Unpublished manuscript, School of Nursing, Ferris State University.University of California San Francisco Medical Center. (2014). Our mission. Retrieved from http://www.ucsfhealth.orgUniversity of California San Francisco Nursing. (2014). UCSF nursing. Retrieved from http://www.ucsfnursing.orgWolf, D., Lehman, L., Quinlin, R., Rosenzweig, M., Freide, S., Zullo, T., & Hoffmann, L.

(2008). Can nurses impact patient outcomes using a patient-centered care model? The Journal of Nursing Administration, 38(12), 532-540. doi:

10.1097/NNA.0b013e31818ebf4f

DAY 2-EXPLORING SYNERGY NURSING PRACTICE &

FAMILY-CENTERED CARE (REVISION)

JESSICA MCCLUSKY

PART TWO

Course Identification

Course Information Exploring the Synergy Nursing Practice Model and

Family-Centered Care Limited information No course description No course objectives

Day 2Audience

Nurses with less than6 months of experience

Course Description

This course is designed as an interactive learning opportunity to explore the Synergy nursing practice model and patient and family-centered care. Through the use of discussion, case-study, and role-play, the learner will be introduced to various methods for providing successful patient and family-centered care, focusing on specific cultural needs and diversity.

Course Objectives

The learner will:1. Discuss the Synergy nursing practice model as it

relates to the importance of understanding cultural diversity in patients.

2. Demonstrate understanding of family cultural sensitivity through successful completion of a role play scenario.

3. Analyze how different cultures will affect the nurse’s delivery of patient and family-centered care.

Legal & Accreditation Standards

The Joint Commission Standard: cultural competence and relationship to

patient and family-centered care Added 2012

Course Revisions Add cultural diversity education as a cornerstone to

providing successful patient and family-centered care (Objective #1)

Quality & Safety Standards

Quality and Safety Education for Nurses (QSEN) Patient-centered care

Provide patient-centered care with sensitivity, empathy, and respect for diversity

Analyze how diverse cultural, ethnic, spiritual, and social backgrounds function as sources of patient and family values

Eliminate barriers to the presence of families

Course revisions Role play and case study activity addition Focus on altering normal practice to accommodate

Professional Practice Standards

National League for Nursing Core Competencies for Nurse Educators Competency 1- Facilitate Learning Competency 4- Participate in Curriculum Design and

Evaluation of Program Outcomes

Course Revisions Incorporate diverse modes of teaching Tailor education to current San

Francisco cultural trends

Bloom’s Taxonomy

Course Objectives1. Discuss the Synergy nursing

practice model as it relates to the importance of understanding cultural diversity in patients.

2. Demonstrate understanding of family cultural sensitivity through successful completion of a role play scenario.

3. Analyze how different cultures will affect the nurse’s delivery of patient and family-centered care.

Learner-centered Methods

New activities proposed: Group Discussion

Role Play Case Studies

References

American Association of Critical-Care Nurses. (2014). TheAACN synergy model for patient care. Retrieved fromhttp://www.aacn.org/wd/certifications/docssynergymodelforpatientcare.pdf

Billings, D. M. & Halstead, J. A. (2011). Teaching in nursing: Aguide for faculty. (4th ed.). St. Louis, MO: ElsevierSaunders.

Greer, A., Pokorny, M., Clay, M., Brown, S., & Steele, L. (2010).Learner-centered characteristics of nurse educators.International Journal Of Nursing EducationScholarship, 7(1), doi:10.2202/1548-923X.1710

National League for Nursing. (2005). Core competencies of thenurse educator with task statements. Retrieved fromhttp://www.nln.org/profdev/corecompetencies.pdf

Keating, S. B. (2010). Curriculum development and evaluationin nursing (2nd ed.). New York: Springer Publishing.

References

Krau, S. D. (2011). Creating educational objectives for patienteducation using the new Bloom's Taxonomy. NursingClinics of North America, 46(3), 299-312. doi:10.1016j.cnur.2011.05.002

Pappas, C. (2013). The Adult Learning Theory - andragogy – ofMalcolm Knowles. Retrieved from http:/elearningindustry.com/the-adult-learning-theoryandragogy-of-malcolm-knowles

The Joint Commission. (2014). About us. Retrieved from http:/www.jointcommission.org/about_us/

about_the_joint_commission_main.aspxQuality and Safety Education for Nurses. (2014). Graduate

KSAs. Retrieved from http://qsen.org/competenciesgraduate-ksas/